해외거주 유아를 위한 스마트폰 앱 활용 가정 연계 한국어교육 실행연구

조하나,최정아 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.23

목적 스마트폰 앱 활용을 중심으로 가정과의 연계를 도모한 해외거주 유아를 위한 한국어교육 실행연구 과정을 살펴봄으로써 부모와 유아가 어떠한 변화를 겪었는지를 탐색해보고자 하였다. 방법 Elliot(1991)의 실행모형을 참고하여 미국 중부지역인 A주 B 도시에 있는 한국학교 유아반에 등록한 유아 10명과 그들 부모를 대상으로 총 15주 동안 한국어 교육을 실시하였으며, 교실 수업이 진행되는 과정에서 일어난 유아의 행동이나 언어의 관찰, 부모와의 대화 또는 면담, 교사-부모 컨퍼런스, 동료교사 워크샵, 한국어 능력 검사 등에서 수집된 자료를 분석하였다. 결과 1차 실행에서는 ‘유아를 위한 일과 중심 한국어 교육’, ‘스마트폰 앱을 통해서 부모참여를 독려한 가정-학교 연계 교육’을 실시하였으며, 2차 실행에서는 ‘일대일 지원에 포커스를 둔 한국어교육 실행’과 ‘포트폴리오를 활용한 가정-학교 밀착 연계교육’을 실시하였다. 이러한 실행과정을 통해 유아는 ‘한국어에 대한 관심 증가’에서 ‘한국어에 대한 자신감 형성과 능력 향상’으로 발전하였으며, 부모는 ‘한글학교에 대한 신뢰감 형성’을 보이다가 ‘적극적인 한국어교육 참여로 인한 장점을 경험’하게 되었다. 결론 해외거주 유아를 위한 한국어교육은 가정과 연계를 통한 부모와의 소통과 참여 빈도를 높일 때 비로소 유아의 한국어 능력뿐만아니라 자신감 향상과 자아정체성 형성 등 정서발달에도 도움이 될 수 있음을 시사한다. Objectives The purpose was to explore the changes experienced by parents and young children residing overseas through examining the execution process of Korean language education with a focus on smartphone app utilization and fostering home-school connections. Methods Following Elliot's (1991) action research model, a 15-week Korean language education program was conducted for ten preschoolers and their parents at a Korean school in City B, State A, USA. Data were collected through observations of children's behavior and language during class, parent-child interactions, teacher-parent conferences, peer teacher workshops, and Korean language proficiency assessments. Results In the first implementation, ‘Korean language education centered daily routines for young children’ and ‘home-school linked education encouraging parental participation through smartphone apps’ were conducted. The second implementation focused on ‘one-on-one support-based Korean language instruction’ and ‘intensive home-school linked education using portfolios’. Through these processes, the children progressed from ‘increased interest in Korean’ to ‘formation of confidence and improvement in Korean language ability’, while parents developed ‘trust in Korean language schools’ and eventually ‘experienced the benefits of active participation in Korean language education’. Conclusions Korean language education for overseas-residing young children can facilitate emotional development, including improved self-confidence and self-identity formation, not only enhancing Korean language proficiency but also when communication and participation frequency with parents through home-school collaborations are increased.

국외 한국어교육의 문학 교재 구성을 위한 언어학습자문학 연구

오지혜 한국국어교육학회 2013 새국어교육 Vol.0 No.95

This study is focused on the selection, organization of literary works as teaching contents and materials especially in overseas Korean language education, arguing that a shift from classical canon to language learner literature(LLL) oriented education can be a key to these issues. The paradigm shift premises four aspects of learner-centeredness, language-culture-literature integration, aesthetic reading-centered, experience-focused literature education. language learner literature-oriented education is largely designed in three dimensions, language, culture, personal involvement, based on content-based instruction, that is, adjunct language instruction, sheltered content instruction, theme-based language instruction respectively. Also the selection of literary works is suggested considering balance of topic, theme, adaption, diversity, popularity, interculturality, intertextuality, meaningfulness between texts and learners, connectivity, reflexivity. Hence this study proposed expanding range and genre of language learner literature to children’s literature, young-adult literature, foreign Korean literature, multicultural literature, translation literature for overseas Korean language learner literature-oriented education. 이 연구에서는 기존 한국어 교육, 특히 국외 한국어 교육에서 교육내용이자 자료로서의 ‘텍스트’, 즉 문학 제재의 선정과 조직의 문제에 주목하여, 이것이 기존의 ‘고전적’ 정전 중심에서 언어학습자문학 중심의 문학으로 교육적 시각을 전환함으로써 해결될 수 있다고 보았다. 언어학습자문학 교육은 크게 언어 중심 교육을 위한 병존 언어 교육, 문화 중심 교육을 위한 내용 보호 교육, 개인 성장 중심 교육을 위한 테마 중심 교육의 세 차원에서 설계되었다. 이를 기반으로 하여, 언어학습자문학 제재 선정은 언어적 차원에서 균형성, 개작 가능성, 문화적 차원에서 다양성 및 대중성, 상호문화성 및 상호텍스트성, 개인 성장 차원에서 작품과 텍스트 간의 유의미성, 연계성, 성찰성을 고려할 것을 제안하였다. 또한, 이 연구에서는 국외에서의 언어학습자문학 교육을 위해 언어학습자문학의 범위를 확장하여, 아동․청소년 문학, 동포 문학, 다문화 문학, 번역 문학의 장르를 제안하였다.

재미동포 자녀의 한국어 교육에 대한 학부모 인식 연구 -‘한국어 교육 및 언어, 언어의 사회적 영향력’에 대한 인식 간 상관관계를 중심으로-

한하림 ( Han Halim ) 이중언어학회 2023 이중언어학 Vol.94 No.-

The purpose of this study is to find out how Korean American parents perceive Korean language education, Korean and English respectively, and their social influences. Thus, this study selected 56 Korean American parents as research subjects and conducted correlation and regression analyses. Most of them perceived the Korean language as a crucial tool used to maintain identity and communicate with other Koreans. However, they perceived English as a language having more social influence than Korean. There was a significant correlation found between their perceptions of the two different languages and their social influences. Those who attributed the lower social influence of the Korean language seemed to perceive Korean as a second language rather than a heritage language. These findings indicate that Korean parents’ language perceptions have significant effect on the heritage language education for their Korean American children. (Hanbat Nationol University)

교재 분석을 통한 재외동포 학습자 대상 한국어 입문 교재 개발 방향 연구

이혜민,권문화,이정희 연세대학교 언어연구교육원 한국어학당 2024 외국어로서의 한국어교육 Vol.72 No.-

This paper focuses on Korean as a heritage language (KHL) education, particularly highlighting Korean alphabet instruction as the foundation of Korean language learning. Korean as a heritage language distinguishes itself from the local community’s language, serving as a bridge for specific individuals, groups, families, and communities. KHL learners differ significantly from the traditionally targeted learners, necessitating tailored educational approaches and customized learning materials. Despite preschool and elementary students comprising over 63% of global Korean language school enrollment in 2019, research on education for this demographic lags behind that for adults. Additionally, existing textbooks often overlook the unique characteristics of young learners. This paper pursues the following objectives: 1) Identifying KHL education characteristics and methods to integrate them into Korean alphabet instructional materials. 2) Examining domestic and international Korean language textbooks for crucial insights in introductory-level textbook development. 3) Establishing a foundation for ongoing research on Korean alphabet education for KHL learners. Against this backdrop, chapter 2 explores heritage language Korean education, Korean alphabet instruction for child learners, and features specific to Korean language schools. Chapter 3 analyzes 10 selected textbooks, drawing on established criteria to identify and discuss their unique features. This analysis provides implications for future research and development in KHL education.

하이는 어떻게 한글을 배웠나 -재외동포 아동의 한글교실 경험에 관한 이해-

이은주 국제한국어교육학회 2020 한국어 교육 Vol.31 No.2

The purpose of this study is to analyze the experience of overseas Korean preschoolers in a Korean language class and to understand their experiences through qualitative research methods. The researcher analyzed the specific process and experiences of Hai by participating in this Korean language class in other countries. Based on this, the researcher was able to examine the difficulties of the Korean language learning class and suggests solutions on how to overcome them. This study also provides basic materials of curriculum design for Korean language classrooms. To carry out this study, the researcher collected relevant basic data from March, and observed and recorded the Korean classroom classes from May to November 2019. The results of analyzing the experience of an overseas Korean child Hai are as follows: First, Hai showed a tendency to distinguish between “being” and “missing” in the process of Korean learning while using a method of learning in his native language scheme, and showed conflict with aspects such as “accepting” or “revealing” the Korean language located between the second language and the heritage language. Although he had a strange view and attitude with the “unfamiliar” way of learning Korean as a foreign language, he gradually showed a tendency to overcome it from “inherent intimacy”. Based on these findings, a vivid understanding and ongoing exploration of the Korean learning experience of overseas Korean children should be made in the future, and practical implications should be obtained in the design of the related curriculum.

재외동포 아동학습자용 한국어 교재 개발 방안 연구 -아동문학 제재를 활용한 문화교육 단원 구성 방안

김윤주 국제한국어교육학회 2010 한국어 교육 Vol.21 No.1

In this study, the author begins her arguments by throwing questions regarding the appropriateness of existing Korean language textbooks for the children of overseas Koreans. While discussing how and why children's literature should be incorporated in Korean language textbooks, the author argues that more considerations should be put regarding the way of presenting cultural materials and the way of incorporating culture education perspective to Korean language education. According to the author, current textbooks fail to trigger the students' interest because of their lack of cultural contents and their inadequacy of presenting cultural materials. The author then, focuses on the values of children's picture books since she sees that children's picture books are highly effective for language and culture education. By using children's picture books, the author suggests a tentative study plan for the conclusion.(Korea University)

재미동포 자녀의 한국어 교육에 대한 학부모 인식 연구 -‘한국어 교육 및 언어, 언어의 사회적 영향력’에 대한 인식 간 상관관계를 중심으로-

한하림 이중언어학회 2023 이중언어학 Vol.94 No.-

The purpose of this study is to explore Korean American parents’ perceptions of Korean language education, their perceptions of Korean and English, and their perceptions of the social influence of these two languages. A total of 56 Korean American parents were surveyed for this study. Perceptions of Korean language education revealed that Korean language education at home is more important than Korean language education in institutions. In terms of perceptions of Korean and English, parents tended to perceive Korean as a tool for identity maintenance and communication with parents and grandparents, and in terms of social influence of Korean and English, parents perceived that Korean has different social influence than English. Correlation and regression analyses between each perception category showed that perceptions of Korean and English influenced perceptions of Korean language education. In addition, exploratory factor analysis showed that perceptions of Korean as a heritage language were related to Korean learning environment and perceptions of Korean as a second language were related to social influence of Korean is lower than English.

재외동포 아동 대상 한국어 문식성 향상 방안 - 학습 한국어 교육을 중심으로

정다운(Chung, Dawoon) 중앙어문학회 2020 語文論集 Vol.84 No.-

본고에서는 재외동포 아동들이 균형 잡힌 이중 언어 화자가 되기 위해서는 무엇보다 문식성 능력이 향상되어야 한다고 보았다. 즉, 균형 잡힌 이중 언어 화자가 되기 위해서는 한국어를 단순히 읽고 쓸 줄 아는 수준을 넘어서서 고급 수준의 문식성을 갖추어야 한다는 것이다. 이러한 고급 수준의 문식성은 결국 학업 상황에서의 읽고 쓰는 능력과 관련이 된다. 따라서 문식성 능력을 향상시키기 위해 학습 한국어 교육이 효과가 있으리라 판단하고 이를 위한 학습 한국어 교육 방안과 교육 내용에 대해 논하였다. 특히 본고에서는 재외동포 아동을 위한 학습 한국어 교육을 위해 모국어 화자를 위해 개발된 교과서를 활용하는 방안에 초점을 두고 교과서에 제시된 내용 중 학습 한국어 교육 내용으로 어떤 내용을 선정할 수 있는지를 살펴보았다. 그 결과 수업 구성 원리와 수업 목적을 고려하여 학습 목표, 학습 어휘, 수업 이해를 위한 표현, 읽기 텍스트, 수업 활동의 항목으로 교육 내용을 선정하였으며 초등학교 과학 교과와 사회 교과의 한 단원을 대상으로 하여 학습 한국어 교육 내용이 어떻게 구성될 수 있는지를 보여주었다. 본 연구는 재외동포 아동들의 문식성 능력 향상을 위해 그동안 거의 논의되지 않았던 학습 한국어를 활용하는 방안을 제시했다는 점에서 의미를 가질 수 있다. For overseas Korean children to become balanced bilingual speakers, their Korean language literacy skills must be improved. In other words, beyond simply being able to read and write Korean, they must have a high level of literacy. This high level of literacy is ultimately related to academic literacy. Therefore, I decided that cognitive academic Korean education would be effective in improving literacy skills and discussed cognitive academic Korean education methods and content. In particular, this study focused on how to use textbooks developed for native speakers in cognitive academic Korean education for overseas Korean children and looked at what content could be selected as cognitive academic Korean content among the content presented in the textbooks. The content of the cognitive academic Korean class was selected using five categories: the aims of the lesson, learning vocabulary, expressions for understanding the class, reading texts, and class activities. Lastly, I looked at how the content of science and social studies subjects in elementary school could be organized for cognitive academic Korean class for overseas Korean children.

재외동포용 한국어 교재 개발 방안 연구 -초급 1단계 교육 내용을 중심으로-

김정숙 ( Chung Sook Kim ) 이중언어학회 2008 이중언어학 Vol.37 No.-